As one of Australia’s leading universities, the University of Adelaide sees educational quality and equity of access to the University, as being interdependent. We aim to attract the best students, regardless of their social or economic background, or geographic circumstances.

Our strategic plan envisions that we will strive to be recognised as one of the great universities of the world. Hand in hand with this commitment to quality and excellence is a parallel commitment in our strategic plan to the pursuit of a humane and just society, including the principles of equal opportunity, social justice and cultural diversity.

We see these principles as central to the core learning, teaching, research and research training functions of the University, as well as the provision of student support services.

Our equity objectives are:

· to enhance the accessibility and attractiveness of the University of Adelaide to students from equity groups, particularly people from low socio-economic (SES) backgrounds and those from rural and isolated areas;

· to recruit successfully students of high quality from these equity groups;

· to foster a scholarly learning environment that values a diversity of student backgrounds and needs;

· to implement organisational arrangements which ensure that all academic and student services managers are accountable for student equity, in terms of student recruitment, registration and induction, support and learning outcomes; and

· to implement effective mechanisms to manage, monitor and evaluate the University's equity programs so that they are effective in increasing access, participation, progression and retention for students from equity groups.

These objectives consolidate the University's previous successes and give direction to policies and strategies for new areas of activity.

(b) Strategies and Performance

All of the University’s equity strategies for equity groups aim to enhance prospective students’ knowledge and perceptions of the University of Adelaide and to motivate student interest in studying our diverse array of quality educational offerings. Our equity strategies also focus on reforming curricula and decision making processes so that social and cultural diversity are valued by the entire University community.

Commencing in 1999, we intend to launch a major undergraduate and postgraduate scholarships program, a major focus of which will be social and cultural equity. By 2001, the University will provide six scholarships with a specific equity focus in addition to those provided by the Commonwealth.

(i) Women in non-traditional areas: Engineering

At undergraduate level, our focus for this equity group is attracting and retaining women students in the Faculty of Engineering, as this is the area where there is the most significant under-representation of women.

The proportion of women undergraduates entering the Faculty of Engineering has risen over the last five years to a high point of 18.8% in 1996, and has remained near this point in 1997 (18.6%) and 1998 (17.8%). This is well above state and national levels, and the target of 15%. Although the numbers of women entering Engineering appear to have plateaued across most universities, the University of Adelaide expects gradual improvement. There has also been improvement in participation rates from 16.5% to 17.5% in 1998.

· Raising awareness among target groups of careers in engineering as part of a broader campaign to interest girls in science and technology careers.

A central theme of our outreach publicity, schools liaison and University Open Day campaigns will be to encourage girls to consider engineering as a career. We will make extensive use of high profile University of Adelaide women in these campaigns.

· Implement the results of "Valuing Diversity in Engineering", a package comprising six learning and teaching research projects designed to enhance the University’s capacity to respond positively to student diversity. These will provide teachers with a practical guide for analysing the culture of engineering schools in other universities, and other discipline where women are traditionally under-represented (eg. agriculture, maths and commerce).

Achieving good success and retention rates for women in Engineering is dependent on examining and changing the culture of Engineering so that it is more inclusive of women and students from a diverse range of backgrounds. Staff development activities and processes that encourage the acceptance of inclusive behaviour in the student learning environment will remain a core feature of institutional practice.

· Implement phase two of the University’s Equal Opportunity in Engineering learning and teaching project which will focus on gender issues in the engineering curriculum in order to enhance the capacity of engineering academics to provide a gender inclusive environment for all students.

Performance

By 2001 we aim for women to make up 20% of commencing undergraduate Engineering students and 18% of total undergraduate Engineering enrolments by 2001; and two more engineering subjects will have been reviewed and modified to take into account the principles of gender inclusive curricula.

(ii) Women in non-traditional areas: postgraduate research degrees

The University's other major focus in non-traditional areas has been to attract women into postgraduate research degrees. The number and percentage of women has risen steadily, from 34.6% of total enrolments in higher degrees by research in 1994 to 40.3% in 1997. 45% of commencing students in 1997 were female, compared with 36% in 1994. The focus now is their success and satisfaction with their postgraduate experience.

• To complete and then formulate institutional policies on the basis of result from the "Women in Science Pipeline Project". This project is designed to investigate the progression of women Science graduates into postgraduate study and their experience and level of satisfaction during their candidature in order to improve this experience.

The University sees this project, its results and policy implications as being consistent with its commitment to being an international leader in research training.

Performance

We aim to have completed the project by July 1998, and have developed implementation policies and strategies by December 1998.

(iii) Students from low socio-economic backgrounds

We recognise that educational outcomes at the secondary level may be adversely affected by social and economic disadvantage and that higher education must be seen by potential students from these backgrounds as offering an environment that values social diversity.

Much of the University's activity in this area is conducted in the course of its normal business.

• We encourage students from low socio-economic groups to consider university education in our extensive outreach and schools liaison work.

• We continue to give ‘bonus points’ to students from low socio-economic backgrounds via the University’s Fairway Scheme, and to monitor the socio-economic status of students entering by non-traditional routes, including entry into Medicine and Dentistry.

• Finally, we have implemented some programs to provide orientation programs for students for whom the university environment is likely to be alien.

• To implement the University’s independent review of its entry policy and procedures with a view to encouraging a more diverse range of quality students to study at the University of Adelaide.

An interim report of an external review of the University's entry policies will be produced in July 1998. The purpose of the review is to determine the ability of entry policies to generate an appropriate student profile for the University in terms of the academic quality of students, the provenance of students and the University's commitment to access and equity.

• To implement a three year pilot program in partnership with selected schools in low SES neighbourhoods, to encourage capable students to see higher education as a viable post school option.

Activities include visits to the schools by university staff and by students at the University from those schools; liaison with parents, teachers, school councils and the wider community; and activities aimed at familiarising students with the University environment.

• To review the provenance of students who are not school leavers, their entry routes and the means by which they are attracted to study at the University of Adelaide, and to evaluate the quality of these students’ experience at the University, in order to attract more students from low-socio economic backgrounds.

Performance

By 2000, we aim for at least 20% of the students who have been involved in the project to apply for entry to the University of Adelaide; and, by the end of 2001, this program will have been extended to three additional schools.

By 2000 the University's revised entry policies will have increased the accessibility and attractiveness of the University to all equity group students, but particularly those from low socio-economic backgrounds, who will constitute 15% of commencing students.

By 2000 the University will have compiled a data base which enables it to improve the application rate from potential students from low-socio economic backgrounds who are not school leavers.

(iv) Students from rural and isolated areas

An important consideration of the abovementioned Review of Entry Policy will be widening the pool of potential applicants from country areas by changing our use of the Higher Education Selection Subjects.

The Fairway Scheme continues to be an important on-going strategy for increasing access of rural and isolated students. The Faculties of Medicine, Dentistry and Agricultural and Natural Resource Sciences all have on-going programs to attract and support rural students.

• To implement a research project aimed at identifying ways of improving the educational experience of external rural and isolated students

This project will consider, for example: how best to develop and implement support networks for students in the same regional or local areas; the delivery of occasional regionally-based events at which lecturers, tutors, student union representatives, and University senior managers attend; and expansion of the use of IT&T to enhance learning and social interaction.

• To consult with relocated rural and isolated area students, people within the University with experience in dealing with rural and remote area students and relevant external bodies to develop appropriate support systems for rural and remote area students.

Performance

Survey evidence will demonstrate that rural and isolated external students express high levels of satisfaction with their study support; and for our planned consultations to assist the University in the development of effective strategies to that will assist to attract and retain high quality rural and remote area students in a resource efficient and productive manner.

(v) Students from non-English speaking backgrounds

We recognise the cultural and linguistic diversity of our students as a valuable resource and are committed to providing a welcoming, harmonious and culturally sensitive learning environment for students. We see that a crucial component of our success as a world-class international university will arise from our success in facilitating successful learning outcomes and life experiences for students of diverse cultural and linguistic backgrounds.

The percentage of local commencing students from non-English speaking backgrounds has declined in 1997 and 1998. Strategies already outlined to improve the access of students from low socio-economic areas will take account of the particular needs of potential students from this group who are of non-English speaking background.

Many of the University’s initiatives for students from non-English speaking backgrounds support their success and retention. Success and retention rates for students from non-English speaking backgrounds continue to be similar to those of all other students.

The University's recognition that its learning and teaching environment, and its service delivery, must support and encourage cultural diversity is reflected in its key strategies for this equity group.

• We will assist staff to increase their awareness and acceptance of cultural diversity and develop cross cultural communication and learning skills through our Learning and Teaching Plan, and through specific professional development programs.

• We will revise our anti racism policy and grievance complaint resolution procedures, and publicise them widely to staff and students.

Performance

By 2001, 80% academic staff will have attended at least three hours of professional development on issues of cross cultural communication in learning and teaching; by 2001, all general staff with a student services role will have attended at least three hours of professional development on issues of cross cultural communication in service provision; by the end of 1998, the University will have revised its policy and developed new procedures; and by the end of 1999, students and staff will be able to demonstrate a knowledge of the University's position on racism.

(vi) Students with Disabilities

The numbers of commencing students with disabilities has increased significantly, and their participation has markedly improved in 1998, reflecting the changed definition of students with a disability, and the first full year of operation of a professional 0.7 time Disability Liaison Officer. Development of an Action Plan as recommended under the Disability Discrimination Act and policy development for students with a disability are continuing.

· To implement a major review of the disability services offered to students and to develop a service model based on empowerment of students by providing a range of individual, group and peer advocacy and support services

· To develop and conduct a comprehensive staff training program, and areas of the University which deal with students with disabilities.

Performance

By the end of 1999, 80% of students with disabilities will indicate that they have a high level of satisfaction with the disability provision at the University.

Selection Procedures and Publicity for the Scholarships

Nineteen full HECS exemption scholarships and thirty half HECS exemption scholarships were offered in 1998. Advertisements publicising the scholarships were sent to all schools and disseminated at Open Day and information sessions. Scholarship selection was based on academic merit. Successful applicants were required to verify their eligibility for the scholarship by producing their Health Card or School Card.

Of the forty nine successful applicants: all were from low socio-economic backgrounds (defined by possession of a Health Care Card and/or a School Card); eight were from rural areas; two indicated that they had a disability; nine were from non-English speaking backgrounds; two indicated they were Aboriginal; and of the twenty one successful female applicants, four enrolled in Engineering.

(d) Contact officers

Dr Kay Rollison
Director, Equal Opportunity
The University of Adelaide
South Australia 5005

Phone: (08) 8303 5962
Fax: (08) 8303 3338, email : krollison@vco.adelaide.edu.au

Back  -   Return to Contents  -  Next